scholarly journals Emerging Trends in Metaphoric Images of Curriculum Reform Implementation in Schools: A Critical Literature Review

2021 ◽  
Vol 20 (6) ◽  
pp. 194-210
Author(s):  
Godsend T. Chimbi ◽  
Loyiso C. Jita
Keyword(s):  
Curriculum Reform ◽  
National Level ◽  
Unique Contribution ◽  
Curriculum Enactment ◽  
Reform Implementation ◽  
Emerging Trends ◽  
Metaphoric Language ◽  
Critical Metaphor Analysis ◽  
Strategic Implementation ◽  
Theoretical Paper

Curriculum reform is often difficult to conceive, disseminate, and implement, resulting in the use of metaphors to make sense of how changes initiated at national level are enacted in schools. This theoretical paper, which employs Critical Metaphor Analysis (CMA), constructs an account of emerging trends in metaphoric language to unlock the complexity of reform implementation. A deductive critical review of literature was adopted as the qualitative design to glean insights into how metaphors have been used to shape mental images of curriculum reform across time and space. Findings indicated converging and diverging trends in metaphoric semantics. While some studies have equated curriculum change to a battlefield and a ghost of control, others have likened reform implementation to driving through the fog or wearing a donated gown of the wrong size. School reform has also been portrayed as a journey, a jigsaw puzzle, and a gardening project demanding meticulous planning and concentration. The unique contribution of this research is the clustering of reform metaphors into a three-tiered spectrum of pessimism, ambiguity, and optimism, thereby extending insights into the dynamics of curriculum enactment. Strategic implementation is recommended so that curriculum reform may be couched in metaphors of hope instead of anger and confusion.

scholarly journals Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics

2020 ◽  
Author(s):  
Christian Fischer ◽  
Brandon Foster ◽  
Ayana McCoy ◽  
Frances Lawrenz ◽  
Christopher Dede ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Student Performance ◽  
Science Teachers ◽  
Curriculum Reform ◽  
The United States ◽  
School Level ◽  
High Stakes ◽  
Reform Implementation ◽  
School Teaching

Background: Many students enter into postsecondary education without the college readiness skills that allow them to face the demands of postsecondary education. Increasingly, policymakers and educational researchers are responding to calls for reforming secondary education to provide more opportunity for all students to receive high quality education and to become career and college ready. Purpose: This study attempts to identify levers to increase student performance in secondary education. In particular, it examines relationships of school, teaching, teacher, and teacher professional development characteristics with student scores on high-stakes Advanced Placement (AP) examinations in the sciences.Setting: This study is situated in the context of the large-scale, top-down, nationwide AP curriculum and examination reform in the sciences (Biology, Chemistry, Physics) in the United States. This is an unprecedented opportunity to analyze changing educational landscapes in the United States with large-scale national student-, teacher-, school-, and district-level data sets across multiple science disciplines and different stages of the curriculum reform implementation connected to a standardized and high-stakes student outcome measure.Population: This study analyzes nationwide data samples of the AP Biology, AP Chemistry, and AP Physics population during the first, second, and third year of the curriculum reform implementation. Across disciplines and years, the analytical samples include a total of 113,603 students and 6,046 teachers. Research design: This empirical quantitative study uses data from web-based surveys sent to all AP science teachers. Additionally, College Board provided student- and school-level data for all students taking AP examinations. Data preparation methods included exploratory and confirmatory factor analysis. Associations towards student achievement were analyzed through multi-level ordered logistic regression analysis separately by science discipline and year of the curriculum reform implementation. Afterwards, the results were aggregated through a meta-analysis. Findings: Student performance is not pre-determined by students’ background, leaving roughly 60% of the AP score variance potentially malleable for teacher and school-level factors. In particular, teachers’ perceived administrative support, self-efficacy, teaching experience, and elements of classroom instruction were related to student performance. Notably, teachers’ professional development participation has a small, mixed impact on student achievement. Conclusion: The identified levers for improving student achievement provide a strong rationale for the continued efforts of policy makers to improve school environments and to support science teachers to ultimately both increase student learning and help all students graduate prepared for college and ready for their future careers.

Emerging Trends and Opportunities for Industry Development at the Sub-National Level in Russia

2019 ◽  
pp. 342-363 ◽  
Author(s):  
Leyla A. Gamidullaeva ◽  
Natalia S. Merkulova ◽  
Ludmila I. Kryachkova ◽  
Zoya A. Kondratieva ◽  
Yulia A. Efimova ◽  
...  
Keyword(s):  
Industry 4.0 ◽  
Industrial Revolution ◽  
National Level ◽  
Climatic Conditions ◽  
Strong Impact ◽  
Emerging Trends ◽  
Level Of Economic Development ◽  
Level Of Knowledge ◽  
The Relationship

The authors believe that the transition to Industry 4.0 will have a strong impact on the level of urbanization in Russia. The level of urbanization is influenced by many factors, which include the level of economic development of the country, migration of the population, natural and climatic conditions. The highest level of urbanization is typical for industrialized regions. This suggests that it is necessary to develop industry and move to Industry 4.0. The purpose of this chapter is to show the relationship between urbanization and Industry 4.0, as well as to increase the level of knowledge about digital production, the internet of things, the Industry 4.0, and urbanization. The chapter explains the role of Industry 4.0 in the current changing environment. The chapter deals with the most important problems and opportunities of the fourth industrial revolution.

scholarly journals IMPROVING THE TRANSLATION–INTERPRETING CURRICULUM THROUGH ACKNOWLEDGING THE EDUCATIONAL NEEDS OF ALBANIAN STUDENTS

2012 ◽  
Vol 43 (1) ◽  
pp. 69-85
Author(s):  
Mirela Papa ◽  
Alma Hafizi
Keyword(s):  
Curriculum Reform ◽  
Quantitative Method ◽  
Bologna Process ◽  
Not Given ◽  
Higher Education System ◽  
Reform Implementation ◽  
The Subject ◽  
Second Year ◽  
The University ◽  
The Bologna Process

The introduction of the Bologna Process into the higher education system in Albania has led to a review and improvement of the existing curricula. Among the variables influencing the curriculum development the professors and students are the ones directly involved in the curriculum reform implementation project. Although the Bologna Charter advocates a student – centred approach, students are not given the priority they deserve. This remiss could lead to a conflict between the students’ expectations and the curricular approaches. First and second year Master students of Translation – Interpreting at the University of Tirana are the subject of a survey aiming at finding out how the students undertaking Translation and Interpreting find the courses they follow. The method used is the quantitative method of observation. 80% of the students have filled in a questionnaire. The data processing indicates the motives driving the students to choose this curriculum as well as their expectations for their future career. It is concluded with some findings and recommendations for curriculum reform, since the academic offer is seen as a means of providing answers for a society which, under the pressure of ongoing changes, is in need of professionals who respond to new stimuli. Key words: curriculum, expectations, interpreting, motivations, translation.

scholarly journals Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics

2020 ◽  
Vol 122 (2) ◽  
pp. 1-64
Author(s):  
Christian Fischer ◽  
Brandon Foster ◽  
Ayana Mccoy ◽  
Frances Lawrenz ◽  
Chris Dede ◽  
...  
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Student Performance ◽  
Science Teachers ◽  
Curriculum Reform ◽  
Large Scale ◽  
The United States ◽  
High Stakes ◽  
Reform Implementation ◽  
School Teaching

Background Many students enter into postsecondary education without the preparation to face the demands of postsecondary coursework in science. Increasingly, policymakers and educational researchers are responding to calls for reforming secondary education to provide more opportunity for all students to receive high-quality education and to become career and college ready. Purpose This study attempts to identify levers to increase student learning in secondary education. In particular, it examines relationships between school, teaching, teacher, and teacher professional development characteristics and student scores on high-stakes Advanced Placement (AP) examinations in the sciences. Setting This study is situated in the context of the large-scale, top-down, nationwide AP curriculum and examination reform in the sciences (biology, chemistry, physics) in the United States. This is an unprecedented opportunity to analyze changing educational landscapes in the United States with large-scale national student-, teacher-, school-, and district-level datasets across multiple science disciplines and different stages of the curriculum reform implementation connected to a standardized and high-stakes student outcome measure. Population This study analyzes nationwide data samples of the AP Biology, AP Chemistry, and AP Physics population during the first, second, and third year of the curriculum reform implementation. Across disciplines and years, the analytical samples include a total of 113,603 students and 6,046 teachers. Research Design This empirical quantitative study uses data from web-based surveys sent to all AP science teachers. Additionally, the College Board provided student- and school-level data for all students taking AP examinations. Data preparation methods included exploratory and confirmatory factor analysis. Associations with student achievement were analyzed through a multilevel ordered logistic regression analysis, separately by science discipline and year of the curriculum reform implementation. Afterwards, results were aggregated through a meta-analysis. Findings Even after controlling for student background variables, roughly 60% of the AP score variance could be explained at the teacher and school levels. In particular, teachers’ perceived administrative support, self-efficacy, teaching experience, and elements of classroom instruction were related to student performance. Notably, teachers’ professional development participation—which has been a major focus of interventions—has a small, mixed impact on student achievement. Conclusion The identified levers for improving student achievement provide a strong rationale for the continued efforts of policymakers to improve school environments and to support science teachers, with the ultimate goal of improving student learning to help all students to be prepared for college and ready for their future careers.

scholarly journals Problems of decentralization reform implementation in Ukraine and ways to solve them

2020 ◽  
pp. 23-28
Author(s):  
M.I. Logvynenko ◽  
A.E. Tsymbal
Keyword(s):  
Legal Status ◽  
Negative Impact ◽  
National Level ◽  
Legal Regulation ◽  
Focused Attention ◽  
Reform Implementation ◽  
Basic Law ◽  
Territorial Organization ◽  
Decentralization Reform ◽  
Definition Of

The present article deals with the decentralization reform in Ukraine, definition of basic concepts, in particular, «decentralization», «local self-government», «territorial community» has been installed, on the European Charter of Local Self-Government, as a fundamental international normative document, proclaiming the foundations of decentralization has been focused attention, the main conceptual document in the field of decentralization reform at the national level has been defined, problematic issues of decentralization reform implementation in Ukraine has been isolated, in the absence of a proper mechanism of legal regulation has been focused attention, after all, the new administrative-territorial system is not prescribed in the Constitution of Ukraine, on the inconsistency of the publicly announced goals of decentralization reform with the real actions of the authorities within the reform, contradictions regarding the legal status of the prefect in the system of renewed local self-government mechanism, irrationality of association of some territorial communities, legal unregulation of land decentralization procedure has been focused attention, negative impact of the consolidation of settlements, optimization of the network of medical institutions on life in territorial communities has been installed, issues of land decentralization and its consequences for citizens has been analyzed, bring in line the mechanism of legal regulation of issues related to decentralization reform, including, make appropriate changes to the Basic Law, adopt the Law «On the Principles of Administrative and Territorial Organization of Ukraine» and other legal acts necessary for the implementation of the reform has been suggested, on the need to bring national legislation into line with the European system of legal regulation has been emphasized, on the need to learn the experience of foreign countries in the field of decentralization reform has been focused attention, the expediency of revising the mechanism of community formation, which should be objective and consistent with the principle of economic efficiency has been installed, prospects for further research on the topic of decentralization reform in Ukraine has been defined.

scholarly journals DISTRIBUTED PARTICIPATION AND RESPONSIBILITY – IN COMPETENCE APPROACH REALIZATION IN EDUCATION

2018 ◽  
Vol 2 ◽  
pp. 46
Author(s):  
Kristīne Niedre – Lathere ◽  
Alīda Samuseviča
Keyword(s):  
Education Reform ◽  
Content Knowledge ◽  
National Level ◽  
Educational Process ◽  
Professional Activity ◽  
Reform Implementation ◽  
22Nd Century ◽  
The Individual ◽  
New Generation ◽  
New Education

Humankind is facing unprecedented revolutions, all our old stories are crumbling, and no new story has so far emerged to replace them. How can we prepare ourselves and our children for a world of such unprecedented transformations and radical uncertainties. What and how should we teach a child that will help them survive and flourish in the 22nd century? What kind of skills will they need in order to get a job, understand what is happening around them and navigate the maze of life?In the publication topicality of all participants’, involved in the educational process, distributed partnership and responsibility has been raised and characterized in the context of the education reform implementation – in transition to the education based on competences. The need for teachers’ professional activity in efficient provision of cooperation with parents and the society is especially emphasized, as well as topicality for new productive cooperation models, which provide an opportunity to increase the new generation and society’s demand qualitatively for a new education content, knowledge, values and competences that are able to guarantee a purposeful and sustainable development both on the individual and Latvian national level.

scholarly journals Arctic Pedagogy

Lateral ◽  
2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Susan Hegeman
Keyword(s):  
Social Studies ◽  
Indigenous People ◽  
Curriculum Reform ◽  
National Level ◽  
The United States ◽  
School Curriculum ◽  
Culture War ◽  
Formal Schooling ◽  
Conservative Politics ◽  
American Children

This paper is about the place of Indigenous people in an early instance of a culture war in the United States: the conflict in the 1970s over an innovative middle-grades social studies curriculum called “Man: A Course of Study” (MACOS). Funded by the National Science Foundation, MACOS sought to revamp social studies education by addressing big questions about humans as a species and as social animals. It quickly came under fire from conservatives and helped to solidify the concept of “secular humanism” as a social threat. A broad conservative organizing effort, whose effects can still be felt today, eventually ended not only MACOS, but the very viability of school curriculum reform projects on the national level. Though this story is familiar to historians of American education, this paper argues for its centrality to the development of contemporary conservative politics and the early history of the culture wars. It also takes up the largely unaddressed issue of how Indigenous people figured in the MACOS curriculum and in the ensuing controversy. Focusing on the ethnographic film series featuring Netsilik Inuit that was at the heart of the MACOS curriculum, this paper addresses the largely unacknowledged legacy of Indigenous pedagogy, to argue that the culture war that led to the demise of the MACOS project also represented a lost opportunity for Indigenous knowledge and teaching to be incorporated into the formal schooling of American children.

Sign in / Sign up

Export Citation Format

Share Document